教師工作滿意度調(diào)查研究外文翻譯(已修改)
2025-06-01 01:51 本頁面
【正文】 1 附件 3 外文翻譯 原文 1 Job Satisfaction of Secondary School Teachers The causes of low teacher job satisfaction and the resultant poor retention rates, both in the UK and elsewhere, can be attributed to a number of environmental factors. These include the nature and pace of organizational change (Dinham and Scott, 2020) concerns over workload, increasing bureaucracy and poor discipline (Moriarty et al., 2020。 Personnel Today, 2020。 Sillitoe, 2020)。 style of leadership and management (Schultz and Teddlie, 1999) job related stress/illness (Evans, 1998)。 lower value placed on teaching as a profession (Evans, 1997。 Halpin, 2020。 van der Doef and Maes, 2020)。 increasing class sizes (Maclean, 1992)。 possible conflict between work and family life (Spear et al.,2020)。 behavioural difficulties exhibited by some pupils (van der Doef and Maes, 2020) and the excessive media criticism of teachers working in ?failing? schools (National Union of Teachers, 2020。 Scott and Dinham, 2020), as well as pay (Chung et al., 2020). Evans (1997) suggests two overarching satisfying factors, job fort, or the extent to which an individual is satisfied with the conditions of the job, and job fulfilment, derived from the perceived personal achievement. A number of studies have been conducted into the relationship between job satisfaction and an individual?s personality, behaviour and work attitudes, one of these ?locus of control? has a significant correlation to job satisfaction (Spector, 1997). Locus of control? (Lawler, 1972。 O?Brien, 1983。 Spector, 1982) indicates the extent to which individuals? believe in their ability to control aspects of their life (Spector, 1997)。 ?externals? perceive their life is controlled by outside forces (Kyriacou and Sutcliff, 1979), whereas ?internals? see their life being controlled by their own actions (McKenna, 1999). Studies into the relationship between locus of control and job satisfaction have produced evidence which suggests that ?internals? experience higher levels of job satisfaction than ?externals? (O?Brien, 1983。 Spector and O?Connell, 1994), with various explanations have been advanced, such as the possibility that ?internals? perform better than ?externals? and receive greater rewards and job satisfaction as a consequence (Spector, 1982). There is also evidence of locus of control being related to organizational climate (Furnham and Drakeley, 1993)。 this might be particularly relevant for teachers, given the increased level of government intervention and the prescriptive nature of the National Curriculum. There have been many studies to investigate the relationship between job satisfaction and demographic variables such as age, gender and length of service (Oshagbemi, 1997) and into the interaction effect of age and length of service。 long service and young age are not feasible (Sarker et 2 al., 2020). While the majority of these studies concentrate on age and its effect on job satisfaction,the relationship between these remains uncertain (Spector, 1997)
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